Exploring the Relationship between Receptive and Productive Vocabulary Sizes and their Increased Use by Azerbaijani English Majors

Hajiyeva, Konul

doi:10.5539/elt.v8n8p31

Cited by 10 publications

(11 citation statements)

References 30 publications

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“…The average receptive vocabulary is 6,775 words, whereas the average productive vocabulary is 4,006 words, indicating a difference of 27.69% between them. These results corroborate the findings of other researchers (Waring, 1997;Laufer, 1998;Webb, 2008;Zhou, 2010;Hajiyeva, 2014Hajiyeva, , 2015 and confirm that students' receptive vocabulary knowledge is higher than their productive vocabulary. In fact, the ESL first-year undergraduate engineering students displayed a higher average lexical knowledge compared to other ESL and EFL students examined in previous research articles reviewed in this study.…”

Section: Discussionsupporting

confidence: 92%

“…In fact, the average receptive vocabulary was 2,091 words, while the productive one comprised fewer than 1,000 words. In another study, Hajiyeva (2015) analyzed the relationship between receptive and productive vocabulary sizes and their use in an EFL context with a similar group. The results showed that the overall receptive vocabulary knowledge was broader than the productive knowledge and that the gap between them reduced after one year of instruction.…”

Section: Literature Reviewmentioning

confidence: 99%

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Explorando as diferenças de conhecimento de vocabulário de inglês como segunda língua em alunos de graduação de uma região semiurbana

Kumar

Dhanavel

2018

Calidoscópio

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Este é um artigo de acesso aberto, licenciado por Creative Commons Atribuição 4.0 Internacional (CC BY 4.0), sendo permitidas reprodução, adaptação e distribuição desde que o autor e a fonte originais sejam creditados. ABSTRACT -This study explored the differences in receptive and productive vocabulary knowledge in terms of word frequency level and vocabulary size in undergraduate learners of English as a Second Language (ESL). A total of 90 first-year undergraduate engineering students from a semi-urban region in India participated in the study. Two quantitative vocabulary tests, the Receptive Vocabulary Levels Test (Schmitt et al., 2001) and the Productive Vocabulary Levels Test (Laufer and Nation, 1999), were applied sequentially to the students. The first test focused on identifying receptive vocabulary size, while the second test measured productive vocabulary size. Data were analyzed using SPSS software. Results indicate that the students' receptive word knowledge is higher than their productive word knowledge. Similarly, the students' receptive vocabulary size is larger than their productive vocabulary size. Furthermore, the difference between their receptive and productive vocabulary size is 27.69%. In order to bridge this gap and increase their vocabulary knowledge and size, we recommend an activity-based, explicit vocabulary teaching approach through self--learning, group learning and mutual learning in the regular classrooms.Keywords: vocabulary knowledge, word frequency levels, receptive and productive vocabulary size, undergraduate students. RESUMO -Este estudo explorou as diferenças entre conhecimento devocabulário receptivo e produtivo com referência ao nível de frequência das palavras e à quantidade de vocabulário de estudantes de graduação de inglês como segunda língua. Um total de 90 estudantes de graduação de primeiro ano de engenharia de uma região semi-urbana na Índia participaram do estudo. Dois testes quantitativos de vocabulário, Teste de níveis de vocabulário receptivo (Schmitt et al., 2001) e Teste de níveis de vocabulário produtivo (Laufer e Nation, 1999), foram realizados com eles, um após o outro, durante 50 minutos cada. O primeiro teste centrou-se na identificação da quantidade de vocabulário receptivo, enquanto que o segundo focou na quantidade de vocabulário produtivo. Os dados coletados desses dois estudos quantitativos foram analisados com a ajuda do software SPSS. Os resultados indicam que o conhecimento de vocabulário receptivo dos alunos é superior ao conhecimento de vocabulário produtivo. Do mesmo modo, de vocabulário receptivo dos alunos é maior que a quantidade de vocabulário produtivo. Além disso, a diferença entre vocabulário receptivo e o produtivo é de 27,69%. Para colmatar essa lacuna e aumentar o conhecimento e o tamanho do vocabulário, este estudo recomenda o ensino de vocabulário explícito baseado em atividades por meio da autoaprendizagem, do aprendizado grupal e da aprendizagem mútua nas salas de aula regulares.Palavras-chave: conhecimento do vocabulário, níveis...

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Section: Discussionsupporting

confidence: 92%

Section: Literature Reviewmentioning

confidence: 99%

Explorando as diferenças de conhecimento de vocabulário de inglês como segunda língua em alunos de graduação de uma região semiurbana

Kumar

Dhanavel

2018

Calidoscópio

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“…Moreover, teaching vocabulary is a process of introducing, understanding, and bringing new words closer to students to use in communicating. Such as Aziz and Yamat (2016), Hajiyeva (2015), Mirta et al (2021) stated that teaching vocabulary aims to enable students to understand, acquire, and use foreign vocabulary for communicative purposes. Chang et al (2021), Deni and Fahriany (2020), Garwan and Priyanti (2021), Susanto (2017) stated that in teaching vocabulary teachers must remember that teaching vocabulary is a new and different lesson from the students' mother tongue.…”

Section: Review Of Literaturementioning

confidence: 99%

Evaluating Telegram Application to Empower the Students’ Vocabulary Mastery

Patahuddin¹,

Yuliati²,

Syawal³

2022

IJEL

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The biggest trigger for the students’ in mastering vocabulary is learning media. The inexistence of good learning media will affect the students’ vocabulary mastery. One of the learning media that is much promoted and used during the pandemic of Covid-19 is the telegram application. Therefore, this research aims to measure the use of telegram applications as learning media to enhance the students’ vocabulary mastery. In this research, the researcher applied a quasi-experimental method. The population of this research was the seventh-grade students at UPTD SMP Negeri 22 Barru. The samples of the research were taken using the cluster random sampling technique, there are two classes as samples, experimental class, and control class, both classes consisted of 28 students. The data was collected using vocabulary tests (pre-test and post-test) and analyzed employing statistical calculations to test the hypothesis. The result of this research shows that the mean score for pre-tests was 45.35 and the post-test was 83.57. Besides the different scores for pre-test and post-test, the mean score of the students in post-test was 83.57 is higher than the Kriteria Ketuntasan Minimal (75) in UPTD SMP Negeri 22 Barru. The result of the t-test value in the post-test was 2.214 and the t-table value was 1.684. It means that H1 was accepted and H0 was rejected and the seventh-grade students at UPTD SMP Negeri 22 Barru who are taught by using the telegram application have better vocabulary mastery than the seventh-grade students who are taught without using the telegram application.

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“…Similarly, learners can understand the words while they are reading or listening (Alkhofi, 2015;Faraj, 2015;Maskor & Baharudin, 2016;Zhou, 2010) then also recalling the words (Hajiyeva, 2015) in RVK. Secondly, Nation (2001) and Hajiyeva (2015) also define RVK as passive vocabulary since outside stimuli could activate RVK. In short, if learners recognize a word when it appears in listening or reading texts, they may have receptive knowledge of that word.…”

Section: Receptive Vocabulary Knowledge (Rvk)mentioning

confidence: 99%

An investigation into the effects of extensive listening on pre-intermediate learners’ English vocabulary learning at The Asian International School

Ly¹,

Nga

2020

HCMCOUJS - SOCIAL SCIENCES

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Nowadays, most learners, especially students at The Asian International School, have plenty of opportunities for learning English vocabulary from the earliest possible age. However, the students in general faced lots of difficulties in vocabulary learning. Thus, the study was conducted with the purpose to investigate to what extent extensive listening affected the students’ vocabulary learning and their listening habits. Eighty participants were chosen by using convenience sampling and divided into two groups: a control group and an experimental group. The two groups took a pretest to measure their vocabulary knowledge with Listening Vocabulary Levels Test. Then, besides studying the school’s formal English curriculum, the control group practiced intensive listening while the experimental group practiced extensive listening. All the participants were required to submit one listening journal each week to report what they have done as their listening habits. Finally, they took a posttest (Listening Vocabulary Levels Test) after 12 weeks practicing. The results showed that extensive listening could help to increase the participants’ receptive vocabulary knowledge significantly, including word meanings and word aural forms. Additionally, the more the participants practiced extensive listening, the higher improvement they somewhat had on receptive vocabulary knowledge. The participants tended to practice listening by using visual materials and self-selected materials in their listening habits. To sum up, extensive listening affected impressively the participants’ vocabulary learning that aspires for the study to propose suggestions for future studies so that administrators, teachers, and students could receive huge pedagogical implications of extensive listening.

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Exploring the Relationship between Receptive and Productive Vocabulary Sizes and their Increased Use by Azerbaijani English Majors

Cited by 10 publications

References 30 publications

Explorando as diferenças de conhecimento de vocabulário de inglês como segunda língua em alunos de graduação de uma região semiurbana

Explorando as diferenças de conhecimento de vocabulário de inglês como segunda língua em alunos de graduação de uma região semiurbana

Evaluating Telegram Application to Empower the Students’ Vocabulary Mastery

An investigation into the effects of extensive listening on pre-intermediate learners’ English vocabulary learning at The Asian International School

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